The purpose of this essay is to contextualize the existing research literature on leadership for diversity, equity, and social justice in education with "bridge leadership" as historically practiced by Black women leaders in the USA. Its primary aim is to demonstrate how the intersection of race and gender as experienced by the Black…

The pre-emancipation (1830-1865) black woman reformer was concerned with race "uplift," a sense of duty and obligation to her race. Black women in the North formed mutual aid societies for the economic survival of the destitute. Regardless of economic status, free blacks consistently sought to aid slaves in the South; the poor often saved for…

Delineates the essential features of Black psychology and discusses its relevance to such concerns as the Afro-American family, education, race relations, and history. (Author/GC)

In spite of lack of support from white women, educated black women concentrated their efforts on better conditions for the uneducated and the poorer among them during the late 19th century. Their primary concerns were education and employment opportunities, suffrage, the defense of black female morality, and the condemnation of lynching. The…

Blacks haven't been included in planning for the future. To survive, oppressed people must educate their children to find ways to combat oppression. Black children must be taught to cope and to make positive choices about their lives. (CJ)

This essay offers reflections on Black consciousness and Afrocentrism in the United States, especially as movements in education. The paper opens by recalling the history of oppression and rejection that influences the African American heritage. Next, the essay traces some highlights in the development of ideas of race consciousness from the early…

Places the modern revival of interest in black history in an historical and political context. Not simply or even primarily an academic happening, it is inextricably linked to the resurgence of blacks' struggle for freedom since 1955. The freedom movement was in turn fed by the resurgence of black history. (LHW)

The events from 1955 to 1970 did not solve the problems of blacks in America. Rather than a second Reconstruction, this period was a Second Black Renaissance. Black artists and scholars were exuberant and optimistic and white Americans took significant interest in black culture. (LHW)

Discusses black art as not only an expression of black life but as revolutionary art. It must be collective, functional, and committing. It must also be anti-racist, anti-capitalist, and anti-imperialist. (LHW)

An interview with Alex Haley six months before his death in February 1992 discusses his impressions of life in Appalachia; the media image of Appalachia; reminiscences of his hometown, Henning, Tennessee; race relations in Appalachia; and his plans for future books. Included are photographs and a eulogy from his funeral. (SV)

In this essay, the concluding chapter of "The Philadelphia Negro" (1899), DuBois stresses the "Duty of the Negroes," or how Black Americans ought to further their own cause and status in the city. He uses Philadelphia as a basis for his comments on how Blacks can promote social integration and employment for each other. (LHW)

Pervasive and persistent poverty has eroded but not destroyed the strong, deep, value framework that for so long sustained black people. These values--among them, family, education, and hard work--are so deeply held that they remain and can be explicitly tapped today. The black value system, together with the variety of historic and existing…

The Black administrator, whose role in higher education has been important historically in predominantly Black colleges and universities and also within predominantly White institutions, will become even more important in the future as demographics and technology continue to change. In general, Black administrators have been given responsibility…

Jamaican dialect among Blacks in Britain seems to help unify working-class Black youth, thus making it a political, as well as a cultural resource, in the development of Black identity. However, this language form also contributes to differences between some first- and second-generation Afro-Caribbean Blacks in Britain. (IS)

Presents a free-wheeling and insightful interview with Nobel Prize winning author, Toni Morrison. Morrison talks about the nature, benefits, and characteristics of community, drawing examples from her hometown of Lorain, Ohio, and New York City. She also discusses prevalent themes and ideas in her books. (MJP)